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Setting time limits is a strategy that refers to the "starting and ending" requirements given by the teacher. Effective teachers give clear, consistent, reasonable, and chunked time limits to begin and end tasks. They also use cueing statements to reinforce expectations, prompting, and proximity to maximize work time productivity. The purpose of limiting time is to pace instruction appropriately to student need as well as create a sense of urgency to complete a task.
Time Limits may LOOK LIKE:
- Authoritative stance
- Prompting by pointing to watch or clock
- Number of minutes written on the board or screen
- Stopwatch displayed on screen
- Using proximity to move towards slow starters or checking on those who are working slowly
Time Limits may SOUND LIKE:
- Clearly states time to start and finish
- Whole class release to work
- Cueing during work time
- Giving half way and/or 5 minute verbal prompts
- Whispering to students who need support getting started or staying on track
EXAMPLES OF TIME LIMITS:
"You have 20 minutes to complete this diagram. Set a goal for where you will be in 10 minutes and I will check in with you halfway through your work time. If you have a question, please raise your hand and you may get started now."
"You have 30 minutes to complete your analysis. You need your book, paper and a pencil and every- you have 1 minute to get to work. [teacher counts down at 5 seconds to indicate beginning of work time]. Since everyone is working, you all get a class point! Great job, keep working hard. I will let you know when there are 15 minutes remaining."
"You have 15 minutes to silent read. When everyone shows me what reading should look like, I will start the clock. Take 30 seconds to get settled and I'll let you know when your time has officially started. [30 seconds later] I love how everyone has started reading- great job! I will stop you at 1:15."
To get the most bang for your buck with this strategy, pair it with cueing!
"You will start in 10 seconds. [teacher counts down from 10]. 10...I am looking for students who have started by the time I get to 1...9...Frank has his name on his paper...8...I see students in table 5 moving their pencils...7...Robin is writing her first sentences..."
If time limits aren't "working" for you, consider the following:
- Is your time limit REASONABLE AND REALISTIC?
- Are you accurately keeping time or is your 10 seconds actually 5 minutes?
- How can clear expectations, verbal cueing, prompting and/or proximity be used to support your use of time limits?